Learning Biology Through 7e Instructional Model With Metacognitive Scaffolding And Students Motivation

The main purpose of this study was to investigate the effect of 7E instructional model withrnmetacognitive strategies on students’ learning biology and motivation compared to conventionalrninstruction. Moreover, the effect of 7E instructional model alone and conventional instructionrnwith metacognitive strategies on these dependent variables were also investigated. The researchrnmethod was mixed research method with quasi experimental design with pretest – treatment –rnposttest - delayed posttest. The study consisted of four schools and four classes (one from each)rnand assigned as treatment group 1, 2, 3 and comparison group randomly. In treatment group 1,rn7E instructional model, in treatment group 2, 7E instructional model with metacognitivernstrategies, in treatment group 3, conventional instruction with metacognitive strategies andrncomparison group with conventional instruction alone were used to teach human biology for 10rnweeks. Human biology achievement test, human biology conceptual understanding test andrnmotivation questionnaires were administered for all groups as pre test, post test and only humanrnbiology achievement tests, human biology conceptual understanding tests were administered asrndelayed post test. After the treatment, 24 students, six from each group, were interviewed semi-rnstructurally. Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA)rnwere used for analysis of the quantitative data and the qualitative data were transcribed, codedrnand categorized. The results showed that 7E instructional model supported with metacognitivernstrategies had significantly superior effect over 7E instructional model alone, conventionalrninstruction supported with metacognitive strategies and conventional instruction alone forrnimproving students’ achievements, conceptual understanding and retention of concepts inrnlearning biology and minimizing misconceptions. Moreover, it was found out that 7Erninstructional model alone was also superior than conventional instruction supported withrnmetacognitive strategies and conventional instruction alone in improving students’rnachievements, conceptual understanding and retention of concepts in learning biology andrnminimizing misconceptions. But conventional instruction supported with metacognitive strategiesrnwas not superior to conventional instruction alone in improving students’ achievement,rnconceptual understanding and retention of concepts in learning biology minimizingrnmisconceptions. The interview results supported these findings. In relation to motivation it wasrnfound out that 7E instructional model supported with metacognitive strategies had significantlyrnsuperior effect over conventional instruction supported with metacognitive strategies andrnconventional instruction alone but not over 7E instructional model. Similarly, 7E instructionalrnmodel was superior to conventional approach in enhancing motivation. However, there was nornsignificant difference found between male and female students in learning biology

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